Crossing Boundaries: Multimedia Technology and Pedagogical Innovation in High School Class
Susan Parks, Diane Huot, Josiane Hammers, and France H. Lemonmier
In past articles, we have read that the teacher's approach to teaching will determine the success of technology experiences for students in school. Cuban argued that technology is wasted on schools when it is not accompanied by fundamental changes in the structure of schooling. Lyman and Burbules discussed the interconnectedness and social nature of current technology. Jenkins discussed the socio-economic divide between student, while Buckingham discussed the divide between students' experiences of home technology and that of school technology. Teachers clearly play a large role in making decisions about how technology will be utilized in the classroom, and what purposes it will serve. This study directly analyzes three teachers, their teaching philosophies and backgrounds, and how these factors influence their facilitation of technology use in their own classrooms. (Excellent connections to class readings!)
Teacher Beliefs, Social Context, and Innovation in the Use of Computer Technologies
Parks opens by discussing prior research, which has found that instead of revolutionizing teaching practices, teachers use technology to enhance current teaching practices. This idea is closely linked to Cuban's work on school reform. "In one early study... computers introduced into an elementary school classroom, far from revolutionizing existing practices, were adapted by the teacher to fit in with the habitual ways of doing things." (Parks, pg. 29) Another study involving a "college ESL composition teacher... online resources were used to reinforce... essay writing and grammar exercises." ( Parks, pg. 29) These studies found that teachers were merely incorporating computers into the same curriculum, instructional practices, and traditional methods of education.
This study found that the constructivist view of teaching (learners construct knowledge out of their own experiences) and innovative technology use by teachers go hand-in-hand. “More innovative uses of computer technologies may, in fact, be more reflective of teachers who espouse constructivist/socio-constructivist approaches to pedagogy." (Parks, pg. 29) Interestingly, Parks' piece concludes that teachers gravitate towards the constructivist model primarily as their comfort level with technology increases. This is reminiscent of Parker's Negotiating Academic Legitimacy chapter, wherein the media teacher is a facilitator and coach instead of a directive, authoritative figure.
Sociocultural Theory
The theoretical framework behind this study focuses on activity theory. Leontev's "analysis of activity" is based on Engestrom’s activity theory which includes 3 hierarchically related sections: activity, action, and operation. (Parks, pg. 30)
Activity theory:
The first two levels are conscious and controlled, while the third level is subconscious.
"At the uppermost level of this hierarchy, the targeted activity is viewed in terms of how the individual or subject (e.g., the teacher) initiating the action conceives of its underlying purpose or goal."
At the second level, "the targeted activity is further specified in terms of goal-specific actions and the tools used to carry them out, (books, pencils, language/discourse." (Parks, pg. 30)
"The bottom portion of the triangle suggests how an activity (teaching) may be a connection between other aspects of the activity systems such as community, the division of labor among individuals and the rules that govern the activity." (Parks, pg. 30)
In short, there are:
motivations that drive the activity (a teacher's goal).
the actions that are apart from the activity (tools and strategies), and
the operations that occured to achieve the goals of the activity (a student's learning).
Traditional pedagogy has been criticized for not addressing the differences between students lives and experiences outside school and their experiences within school which “emphasized abstract, symbolic learning.” (Parks, pg. 30) Buckingham discussed this in terms of students' technology experiences in schools as related to their technology experiences at home .
Tharp expands upon the ideas of Engestrom and Leontev by addressing the problem of authority, "microlevel events (e.g., peer coaching groups or whole class discussion) within an educational establishment are embedded in hierarchical structures such as a school administration, school board council, and business community." Therefore recitation of print, uncritical acceptance of authority and memorization of facts is an inherent part of administrative and social structures. (Parks, pg. 30) This is significant since the ideal microlevel events are strongly influenced by authority figures of a macrolevel structure. How can the model really work if students are still required to practice "acceptance of authority and memorization of facts?" It seems to defeat its intended purpose. For this reason, "permanent fundamental change will occur only if targeted classroom reforms are implemented within the chain of nested activitiy settings." (Parks, pg 30) A fundamental change can only come about with change in teachers’ own philosophies and program, school, and district missions. This is a central theme in Cuban's research as well.
Teachers' Conceptualizations of Teaching and Their Relationship to Classroom Practice
Interviews with the teachers and administrators in addition to observations in the classrooms of Lucie, Mark, and Normand were characterized by:
"integration of multimedia technology into all core subjects
use of substantive and challenging projects as a primary participant structure
cross-curricular projects involving two or more teachers
emphasis on process stressing the development of efficient and productive work habits and strategies to enhance autonomy (equally featured were the writing process and critical reflection)
portfolios to document students' progress throughout high school
evaluation based on letter grades intended to gauge the degree to which students invested themselves in a particular project and completed the specified objectives." (Parks, pg. 31)
Lucie's Outlook on Teaching ·She taught French (Language 1) and Ecology "in an integrated cross-curricular format ." Her background was in elementary education. During that time she used a " project-based , experiential approach ." (Parks, pg 30) ·Lucia clearly values direct and real life experience over traditional pre-ordained knowledge based education. She prefers "collaboration among students " and discouraged competition. ·She has strong feelings against "instruction to students in a lockstep fashion," which really does little to encourage learner autonomy , independence, analysis of information , personal growth and reflective learning . She applied the thinking and learning strategies found in Bloom's Taxonomy. ·She aspired to develop a " community of learners " whose learning and experience extended well beyond the classroom . Following a cross-curricular, creative, in-depth class/group project on the theme of Space, she took her class to the museum to present their final projects! ·Impressively she also incorporated workplace skills into her instruction through team work and use of creativity . ·She considered computers a "powerful tool ," that "supports an educator's value system, whatever that system may be." This is a strong comment that has been repeated throughout the readings. ( ) Lucie's final quote in this section is key:
“Computers enhance what you already are, if you are someone who thinks, who believes, that a students merely executes, who does exercises, well, there are drill that can control them even more than before... however, if you think that computers extend what we already are, that they give us more memory, enable us to hear and see better-- throughout the whole world in fact-- they extend our values." (Parks pg. 33)
Mark's Outlook on Teaching ·Background includes practicum in one of schools under board in charge of NT program. ESL teacher and bilingual in French and English. Experienced in cooperative learning from university. ·He was a model to his students as a language learner. ·He promoted cross-cultural contact and authentic language experiences: “movie club, e-pal activities, and student exchanges.” ·Became familiar with project-based learning during his work at NT. ·He supported “putting students in a learning situation where the goal is real.” For example, writing a Christmas story that is published, making a book, doing a pamphlet that is going to be seen by people, or make an Internet site. He wanted students to do things “that had purpose… because it’s real and the students are more motivated.” (Parks, pg 33) ·Thought schools “should prepare students for the world of work.” (Park, pg33) Like Lucie, he felt strongly about this. He resisted traditional schooling (memorization, students working along) and embraced the workplace prep idea, “focus on process, problem-solving and the ability to make use of resources.” (Parks, 34) This sums up workplace education pretty well. He’s encouraging his students to participate in many ways (work ethic, reflection, learning portfolio, goal setting) that will undoubtedly support their workforce preparation. ·He tended to overwhelm students with projects. The learning process seemed to be part of their frustration, “I say, listen this is what I want you to do, go and do it, and they’re like but I don’t know how, well, try, you know.” (Parks, pg. 34) I can understand their frustration. ·Developed cross-curricular projects such as the web site where students introduced themselves and in a bilingual effort posted blurbs with students in other classes. “Such projects, in addition to fostering creativity both in their writing and use of technology, also conveyed symbolically how both languages could serve meaningful communicative purposes.” (Parks, 35) This activity did well to accomplish this objective.
Normand's Outlook on Teaching ·Background includes a degree in Theology, over 20 years in Quebec schools working with students with learning difficulties and basic ed students in adult education. He was principal of a public school and work with juvenile delinquents in addition to working in two government ministries. (Parks, pg. 35)
Like the others, designed projects that were challenging and motivating. Pushed students to excel
Standard of excellence in “workmanship” meaning which is something, polished, out of the ordinary, sophisticated uses of technology, creativity. (Parks, pg. 36, 37) Example of PP on problem solving involving ethical choice or viewing the earth from perspective of extraterrestrials for 7th grade students!
Like Lucie and Mark, focus was on “process over subject matter,” which is apparent in their classes projects.
“Quest for personal excellence.”
Teacher no longer “an authority on a body of fixed knowledge.” (Parks, pg. 36) This goes against premise of traditional pedagogy.
Considered computer technology as “just one tool” but could do without. Focus on the class.
Crossing Boundaries- Conclusion:
1) Community (at NT it included public audiences and use of Internet- "a more expanded notion of community emerged.") (Parks, pg. 37)
2) Division of labor (at NT it involved team work where "teachers saw themselves as guides rather than distributors of facts." Where knowledge was involved, it was about "process, the development of a work ethic, and learner autonomy." (Parks, pg. 37) Cross-curricular instruction and the use of portfolios also contributed to division of labor.
Key terminology:
Constructivist- Constructivism is a theory that means that learners are encouraged to construct their own knowledge instead of copying or receiving it directly from an authority. Constructivist theory is attributed to Piaget who believed that individuals construct new knowledge through their experiences.
Socio-constructivist- Social constructivism relates to each learner as having unique needs and experiences. Socio-constructivism emphasizes the impact of collaboration and negotiation as part of the thinking and learning process.
Activity Theory- Learning and development are a dynamic interaction between individuals and the cultural, social and historical setting in which they operate. It focuses on understanding the mental capabilities of individuals. Knowledge is held within an interacting system and arises through discourse. There are three hierarchically related layers: activity, action, and operation.
Socio-constructivist- Social constructivism relates to each learner as having unique needs and experiences. Socio-constructivism emphasizes the impact of collaboration and negotiation as part of the thinking and learning process.
Sociocultural Theory- Emphasizes the influence of culture, peers, and adults on the learner. To understand this influence, Vygotsky proposed the "zone of proximal development,” which is the difference in performance when one attempts a problem on his/her own compared with when someone older or more knowledgeable provides assistance. Scaffolding by others is another important part of sociocultural theory.
Susan Parks, Diane Huot, Josiane Hammers, and France H. Lemonmier
In past articles, we have read that the teacher's approach to teaching will determine the success of technology experiences for students in school. Cuban argued that technology is wasted on schools when it is not accompanied by fundamental changes in the structure of schooling. Lyman and Burbules discussed the interconnectedness and social nature of current technology. Jenkins discussed the socio-economic divide between student, while Buckingham discussed the divide between students' experiences of home technology and that of school technology. Teachers clearly play a large role in making decisions about how technology will be utilized in the classroom, and what purposes it will serve. This study directly analyzes three teachers, their teaching philosophies and backgrounds, and how these factors influence their facilitation of technology use in their own classrooms. (Excellent connections to class readings!)
Teacher Beliefs, Social Context, and Innovation in the Use of Computer Technologies
Parks opens by discussing prior research, which has found that instead of revolutionizing teaching practices, teachers use technology to enhance current teaching practices. This idea is closely linked to Cuban's work on school reform. "In one early study... computers introduced into an elementary school classroom, far from revolutionizing existing practices, were adapted by the teacher to fit in with the habitual ways of doing things." (Parks, pg. 29) Another study involving a "college ESL composition teacher... online resources were used to reinforce... essay writing and grammar exercises." ( Parks, pg. 29) These studies found that teachers were merely incorporating computers into the same curriculum, instructional practices, and traditional methods of education.
This study found that the constructivist view of teaching (learners construct knowledge out of their own experiences) and innovative technology use by teachers go hand-in-hand. “More innovative uses of computer technologies may, in fact, be more reflective of teachers who espouse constructivist/socio-constructivist approaches to pedagogy." (Parks, pg. 29) Interestingly, Parks' piece concludes that teachers gravitate towards the constructivist model primarily as their comfort level with technology increases. This is reminiscent of Parker's Negotiating Academic Legitimacy chapter, wherein the media teacher is a facilitator and coach instead of a directive, authoritative figure.
Sociocultural Theory
The theoretical framework behind this study focuses on activity theory. Leontev's "analysis of activity" is based on Engestrom’s activity theory which includes 3 hierarchically related sections: activity, action, and operation. (Parks, pg. 30)
Activity theory:
The first two levels are conscious and controlled, while the third level is subconscious.
"At the uppermost level of this hierarchy, the targeted activity is viewed in terms of how the individual or subject (e.g., the teacher) initiating the action conceives of its underlying purpose or goal."
At the second level, "the targeted activity is further specified in terms of goal-specific actions and the tools used to carry them out, (books, pencils, language/discourse." (Parks, pg. 30)
"The bottom portion of the triangle suggests how an activity (teaching) may be a connection between other aspects of the activity systems such as community, the division of labor among individuals and the rules that govern the activity." (Parks, pg. 30)
In short, there are:
Traditional pedagogy has been criticized for not addressing the differences between students lives and experiences outside school and their experiences within school which “emphasized abstract, symbolic learning.” (Parks, pg. 30) Buckingham discussed this in terms of students' technology experiences in schools as related to their technology experiences at home .
Tharp expands upon the ideas of Engestrom and Leontev by addressing the problem of authority, "microlevel events (e.g., peer coaching groups or whole class discussion) within an educational establishment are embedded in hierarchical structures such as a school administration, school board council, and business community." Therefore recitation of print, uncritical acceptance of authority and memorization of facts is an inherent part of administrative and social structures. (Parks, pg. 30) This is significant since the ideal microlevel events are strongly influenced by authority figures of a macrolevel structure. How can the model really work if students are still required to practice "acceptance of authority and memorization of facts?" It seems to defeat its intended purpose. For this reason, "permanent fundamental change will occur only if targeted classroom reforms are implemented within the chain of nested activitiy settings." (Parks, pg 30) A fundamental change can only come about with change in teachers’ own philosophies and program, school, and district missions. This is a central theme in Cuban's research as well.
Teachers' Conceptualizations of Teaching and Their Relationship to Classroom Practice
Interviews with the teachers and administrators in addition to observations in the classrooms of Lucie, Mark, and Normand were characterized by:
Lucie's Outlook on Teaching
· She taught French (Language 1) and Ecology "in an integrated cross-curricular format ." Her background was in elementary education. During that time she used a " project-based , experiential approach ." (Parks, pg 30)
· Lucia clearly values direct and real life experience over traditional pre-ordained knowledge based education. She prefers "collaboration among students " and discouraged competition.
· She has strong feelings against "instruction to students in a lockstep fashion," which really does little to encourage learner autonomy , independence, analysis of information , personal growth and reflective learning . She applied the thinking and learning strategies found in Bloom's Taxonomy.
· She aspired to develop a " community of learners " whose learning and experience extended well beyond the classroom . Following a cross-curricular, creative, in-depth class/group project on the theme of Space, she took her class to the museum to present their final projects!
· Impressively she also incorporated workplace skills into her instruction through team work and use of creativity .
· She considered computers a "powerful tool ," that "supports an educator's value system, whatever that system may be." This is a strong comment that has been repeated throughout the readings. ( ) Lucie's final quote in this section is key:
“Computers enhance what you already are, if you are someone who thinks, who believes, that a students merely executes, who does exercises, well, there are drill that can control them even more than before... however, if you think that computers extend what we already are, that they give us more memory, enable us to hear and see better-- throughout the whole world in fact-- they extend our values." (Parks pg. 33)
Mark's Outlook on Teaching
· Background includes practicum in one of schools under board in charge of NT program. ESL teacher and bilingual in French and English. Experienced in cooperative learning from university.
· He was a model to his students as a language learner.
· He promoted cross-cultural contact and authentic language experiences: “movie club, e-pal activities, and student exchanges.”
· Became familiar with project-based learning during his work at NT.
· He supported “putting students in a learning situation where the goal is real.” For example, writing a Christmas story that is published, making a book, doing a pamphlet that is going to be seen by people, or make an Internet site. He wanted students to do things “that had purpose… because it’s real and the students are more motivated.” (Parks, pg 33)
· Thought schools “should prepare students for the world of work.” (Park, pg33) Like Lucie, he felt strongly about this. He resisted traditional schooling (memorization, students working along) and embraced the workplace prep idea, “focus on process, problem-solving and the ability to make use of resources.” (Parks, 34) This sums up workplace education pretty well. He’s encouraging his students to participate in many ways (work ethic, reflection, learning portfolio, goal setting) that will undoubtedly support their workforce preparation.
· He tended to overwhelm students with projects. The learning process seemed to be part of their frustration, “I say, listen this is what I want you to do, go and do it, and they’re like but I don’t know how, well, try, you know.” (Parks, pg. 34) I can understand their frustration.
· Developed cross-curricular projects such as the web site where students introduced themselves and in a bilingual effort posted blurbs with students in other classes. “Such projects, in addition to fostering creativity both in their writing and use of technology, also conveyed symbolically how both languages could serve meaningful communicative purposes.” (Parks, 35) This activity did well to accomplish this objective.
Normand's Outlook on Teaching
· Background includes a degree in Theology, over 20 years in Quebec schools working with students with learning difficulties and basic ed students in adult education. He was principal of a public school and work with juvenile delinquents in addition to working in two government ministries. (Parks, pg. 35)
Like the others, designed projects that were challenging and motivating.
Pushed students to excel
Standard of excellence in “workmanship” meaning which is something, polished, out of the ordinary, sophisticated uses of technology, creativity. (Parks, pg. 36, 37) Example of PP on problem solving involving ethical choice or viewing the earth from perspective of extraterrestrials for 7th grade students!
Like Lucie and Mark, focus was on “process over subject matter,” which is apparent in their classes projects.
“Quest for personal excellence.”
Teacher no longer “an authority on a body of fixed knowledge.” (Parks, pg. 36) This goes against premise of traditional pedagogy.
Considered computer technology as “just one tool” but could do without. Focus on the class.
Crossing Boundaries- Conclusion:
1) Community (at NT it included public audiences and use of Internet- "a more expanded notion of community emerged.") (Parks, pg. 37)
2) Division of labor (at NT it involved team work where "teachers saw themselves as guides rather than distributors of facts." Where knowledge was involved, it was about "process, the development of a work ethic, and learner autonomy." (Parks, pg. 37) Cross-curricular instruction and the use of portfolios also contributed to division of labor.
Key terminology:
Constructivist- Constructivism is a theory that means that learners are encouraged to construct their own knowledge instead of copying or receiving it directly from an authority. Constructivist theory is attributed to Piaget who believed that individuals construct new knowledge through their experiences.
Socio-constructivist- Social constructivism relates to each learner as having unique needs and experiences. Socio-constructivism emphasizes the impact of collaboration and negotiation as part of the thinking and learning process.
Activity Theory- Learning and development are a dynamic interaction between individuals and the cultural, social and historical setting in which they operate. It focuses on understanding the mental capabilities of individuals. Knowledge is held within an interacting system and arises through discourse. There are three hierarchically related layers: activity, action, and operation.
Socio-constructivist- Social constructivism relates to each learner as having unique needs and experiences. Socio-constructivism emphasizes the impact of collaboration and negotiation as part of the thinking and learning process.
Sociocultural Theory- Emphasizes the influence of culture, peers, and adults on the learner. To understand this influence, Vygotsky proposed the "zone of proximal development,” which is the difference in performance when one attempts a problem on his/her own compared with when someone older or more knowledgeable provides assistance. Scaffolding by others is another important part of sociocultural theory.